


A MANUAL 



TO ACCOMPANY 



JEFFERS' PAIIOeAMIC APPAIMTUS 



FOE TEACHUfU EEADIIfe, 

•BY 

OBJECT LESSON EXERCISES, 

C0NTAININ({ 
A DEscRiPTroisr OP the Apparatus ; Its Advantages ; 

AND HOW to use IT ; WITH FULL DIRECTIONS 

FOR Teachers. 



^ By N. a. calkins, 

Superintendent Primary Schools, New York City ; Author of 
" Prijnary Object Lessons:"' "Phonic Charts:^' etc. 



PUBLISHED BY 

JEFFERS, BEECHER & JEFFERS, 

14 BOND STREET, New York. 

1871. 



A MANUAL 



TO ACCOMPANY 



JEFFERS' PiORAMlC APPIIRIITUS 

FOR TEACra& READII&, 



BY 



OBJECT LESSON EXERCISES, 

CONTAINING 
A Description of the Apparatus ; Its Advantages ; 

AND HOW TO USE IT ; WITH FULL DlPLECTIONS ^ 

FOR Teachers. 
By N. a. calkins, 

Superintendent Primarrj Schools, Nevj York City ; Author of 
'•'■Prima?']/ Object Lessons;'' '-Phonic Charts:'" etc. 



PUBLISHED BY 

JEFFERS, BEECHER & JEFFER8, 
14 BOND STREET, New York. 

1871. 



6^^ 



Entered according to Act of Congress, in the Year 1871, by 

JEFFEES, BEECHER, & JEFFER!<, 

In the Ofllce of the Librarian of Congress, at Washington, D, C. 



JEFFERS' PANORAMIC APPARATUS. 



ITS APPEARANCE. 

When not in use this apparatus appears as a neat 
box, about thirty inches long, fourteen inches high, 
and nearly seven inches wide, made of black walnut. 
On one end are two small circular discs, each con- 
taining a small handle projecting about one inch. 
These constitute two cranks by which tlie pano- 
ramic lessons within are moved into view when 
desired. On the top of the box is a single trunk- 
like handle by which the apparatus can be carried 
with one hand to any place in the school. It is light, 
weighing about twelve pounds, and easily moved ; 
and when used may be placed on a table, or desk, 
or chair, or suspended against the wall on a nail. 

In the front of this box, extending its entire 
length, are two flexible slides which close an open- 
ing twenty-two inches long and four inches wide. 
These slides can be moved forward or backward 
very easily, and thus made to present a small or a 
large space of any part of the opening at pleasure. 



4 JEFFEKS' PANORAMIC APPARATUS. | 

When moved back the slides pass within the box, 
out of sight and out of the way. 



WHAT IT CONTAINS. 

This apparatus contains a chartof pictures, words, 
and sentences, arranged in a series of object-lesson 
reading exercises ; also the large and small letters 
of the alphabet in their order. The chart is six- 
teen feet long, containing about thirty square feet 
of lessons. Among these are more than fifty colored 
pictures representing various objects, each accom- 
panied with its name in large letters. Beside the 
single words, and their illustrations, there are nu- 
merous sentences, so arranged that children may 
easily learn both the words and sentences. 

This chart is fastened at each end to rollers, 
and, by turning one of the cranks, any part of it 
may be made to pass before the opening in front of 
the box, thus showing the picture, word, or sen- 
tence that may be desired. 

In arranging the lessons for this chart special 
reterence was had to make them simple and prac- 
tical, and adapt them to the wants of children and 
schools in all parts of the country. The lessons 
embody the principles of the most approved methods 
of teaching ]:>y the " Object Method," the " Word 



JEFFERS PANORAMIC APPARATUS. 5 

Method," the " Phonic Method/' and even by the 
A. B. C. phm, if any one desires to use it. 

ITS ADVANTAGES. 

Probably no want is more universally experienced 
by teachers of young children than that of some 
simple apparatus whereby their instruction may be 
readily presented in an attractive manner, and the 
whole lesson, or any single part of it, brought in- 
stantly into sight, or as quickly concealed from view. 

To arrest the volatile minds of children, and lead 
them to fix attention upon that only which it is 
necessary to have them notice during the early pro- 
cesses of instruction, there must be some plan of 
controlling and limiting their observation to a sin- 
gle object, and also of easily leading them to notice 
two or three thiugs, for the purpose of comparison 
or association. This is of the greatest importance 
as an aid toward making instruction interesting, 
simple, practical, and rapid. 

For the purpose of meeting the conditions of this 
widely felt want in relation to elementary reading 
lessons, the results of many years of practical expe- 
rience have been combined with rare mechanical 
skill in Jeffers" Panoramic Ajjparatus. 

This is an entirely new apparatus, by which the 
teacher is enabled to carry out this important idea 



6 JEFFERS' PANORAMIC APPARATUS, 

of directing the attention of the child to a single 
object at a time, and of excluding from view all 
other lessons and parts of lessons. While the child 
is learning the word coiv, or horse, or ship, it can 
see no picture or word, except the one presented by 
the teacher. 

The pictures are sufficiently large to be seen dis- 
tinctly by fifty pupils at the same time. The words 
are printed with type so large that they can be 
easily read across a room twenty-five feet in width. 

By means of this ingenious apparatus both read- 
ing and spelling may be taught most successfully 
and rapidly. A picture, a word, a single letter, or 
even an entire sentence may be shown at a time. 
The apparatus is so simple that it can be quickly 
adjusted by the teacher, or even by a child. When 
properly used, it leads children to form habits of 
natural and intelligent reading, for they are taught 
to think and talk about what they read. 

The practical adaptation of this apparatus to use 
in the school-room has been thoroughly tested. It 
now needs but to be seen to be approved ; and only 
to be used to lead any teacher who wants the test 
apparatus for teaching reading to exclaim — " Eu- 
reka." 

When it is remembered that fifty or sixty pupils 
can be taught with it at a time, and that with good 



JEFFERS' PANORAMIC APPARATUS. 7 

usage it will last to teach thirty or forty classes, it 
is found to be a most economical piece of school 
apparatus. Besides, it preserves the reading lessons 
from soiling, and the colored pictures from fading, as 
all dust and light are excluded when it is not in iise. 
A single set of reading lessons, in this apparatus, 
will last longer than ten sets of charts when not 
thue protected from light and dust, and injury by 
handling. 

This apparatus presents many superior advan- 
tages not to be found in any other charts, or device 
for teaching reading. 

HOW TO USE IT. 

DIRECTIONS FOR THE TEACHER. 

Place the apparatus on a table, or suspend it 
securely against the wall, so that it can be conven- 
iently used by the teacher, and the lessons dis- 
tinctly seen by the pupils. 

When adjusting the lessons before the opening, 
alivays turn the upper crank from the opening up- 
ivard, as indicated hy the direction of the arroiv 
near it ; and alivays turn the louder cranh from the 
opening doionivard^ as the direction of the arrow 
near it indicates. 

Any picture m*ay be presented for the first lessom 
but the one selected should be adjusted at the open- 



8 JEFFER8' PANORAMIC APPARATUS, 

ing before tlie exercise is commenced with the 
pupils. It is desirable, however, to take the first 
step with the i)ictures and words at the beginning 
of the chart, accordingly the descriptions of lessons, 
given to show how this apparatus may be success- 
fully used, will commence with the first picture 
and word— cat. 

N. B. — Care should be had not to show the pic- 
tures to the pupils before they are presented in the 
lessons. Attention to this will greatly aid in main- 
taining their interest. 

FIRST LESSON IN READING WORDS. 

Having opened the slides so as to show the pic- 
ture of the cat, let the children tell what it is ; 
whether they have a cat at home •. wliat a cat can 
do ; how many feet it has ; how many eyes ; how 
many ears, etc. Lead them to call this the picture 
of a cat, and to say whether the picture cat, or the 
live cat can do all that they mention. When the 
interest of the children has been thus sufficiently 
awakened, the teacher may say — 

"I will now show you the word eat — " at the 
same time moving the slide. Pointing at the W07'd 
cat the teacher may say — " This is the tvord cat." 
Then pointing at the picture she may ask : 

''What is this?" 



LESSONS fX READING WORDS. 9 

" The picture of a cat," should be the reply of 
the children. 

The teacher may now point alternately at the 
picture and the word, asking : 

" What is this ?" and the children may answer, 
"picture of a cat," or " word cat," as the case may 
be. 

It is important that the pupils should learn to 
distinguish this word at sight, instantly ; and to aid 
them in doing this it would be well, at this stage 
of the lesson, to print the word on the black board, 
two or three times, requiring the children to pro- 
nounce it at sight. 

Next, close the opening and push along the 
slides, and open them again in front of the picture 
of a rat. The teacher may now talk with the chil- 
dren about the raty leading them to notice the shape 
of its nose ; its tail ; its f^t ; and to tell what rats 
do, etc. Lead the children to call this the picture 
of a rat. When this Object-Lesson exercise has 
been continued long enough to prepare them for 
the word, move the slide and show the ivord rat, 
telling them what it is, and pi-oceed as with the 
tvord cat. 

After sufficient exercise has been had with the 
picture and word rat, move back the shde so as 
to show the picture and word cat, also — and re- 



10 JEFFERS' PANORAMIC APPARATUS. 

quire the pupils to name each picture and word as 
pointed out. 

Also allow the children, one at a time, to go and 
point at each picture and word, already learned, as 
it is named by the teacher. 

Now the teacher may print the word rat on 
the black board, two or three times, and require 
the pupils to pronounce it at sight ; also to pro- 
nounce the words cat and rat, alternately, as 
pointed at. Then the teacher may rub them out, 
one at a time, and request the children to name 
each word as she rubs it from the black board. 



SECOKD LESSOiq- IN^ BEADING WORDS. 

Ou commencing the second lesson, first show the 
pictures and words that were learned in the first 
lesson, and require the pupils to name each as 
pointed at. Then close the slides and open them 
at the picture of a hat. 

On showing the picture of a hat, proceed to talk 
about it in a manner similar to the course pursued 
with the picture of a cat. Lead the pupils to tell 
what hats are for ; who wear them ; what kinds of 
hats they have seen, etc. Next open the slide so as 
to show the tvorcl hat, telling the pupils what the 
word represents. 

When the children have become familiar with 



LBBSONS IN READING WORDS. 11 

the word hat, the slides may be opened so as to 
show the three words and pictures, and the pupils 
required to name each as it is pointed at ; also to 
point at each as it is named by the teacher. 

Next, let the words hat, rat and cat be 
printed on the black board, each two or three times, 
and the pupils required to name them as the teacher 
points; and the pupils to point at each as it is 
named by the teacher. 

Next, let the teacher point at each word in order, 
pronounce it slowly and distinctly, as cat, r a t, 
hat, and then require the pupils to imitate this 
pronunciation. Now the teacher may sound the 
elements of each word as if spelled k a t, r a t, 
h a t ^ then require the pupils to imitate these 
sounds. 

ANALOGY OF SOUi^DS. 

By the above exercise the children are led to take a 
most important step in learning to read, — that of 
observing the analogy of sounds in words of similar 
form, thus learning phonic analysis^ which, as the 
pupils become familiar with the sounds of letters 
in their usual comlinations in words^ will enable 
them to learn new words by comparing them with 
the sounds in words already known. 
This is the real process which all children follow 



12 JEFFERS' PANORAMIC APPARATUS. 

who learn new words easily, although they may 
never have been taught this method. No person 
can ever learn a new word from naming the letters 
that form it, unless the sounds which those letters 
usually have, in similar combinations, are compared 
with their arrangement in the new word. The 
ability to read with readiness comes through the 
power of rapidly associating the form, sound, and 
meaning of words together. A ny method for teach- 
ing reading that fails to give suitable attention to 
the elementary sounds of words, neglects the ele- 
ment that is most important and useful to the 
learner. 

It will be seen that the words have been arranged 
on this chart with reference to facility for teaching 
their elementary sounds. Words containing the 
vowel sounds most commonly heard and used by 
children —the short sounds — are first introduced in 
groups. The six words in the first two lines on 
the chart contain the short sound of a 5 those in 
third line, the short sound of e 5 the fourth line, 
the short sound of 15 the fifth line, the short sound 
of o ^ the sixth and seventh lines the short sound 
of 11 ; the eighth and ninth lines the long sound of 
a; the tenth line, the long sound of c; the elev- 
enth line the long sound of i • the twelfth line the 
long sound of O; those in the thirteenth line the 
broad sound of a 5 etc. 



LE8S0XS IN READING WORDS. 18 



THIRD LESSON" IN READING WORDS. 

On commencing the Third Lesson the teacher 
might say — 

*' You may first tell me what words you have 
learned on this chart." After the words already 
learned have been named, proceed to teach a new 
word, in the same manner as the first three words 
were taught. For this purpose the word a X may 
be selected. 

Let the children tell what axes are used for; 
who use them ; whether all axes look like the one 
in the picture, etc. When the word is shown, let 
it be distinctly pronounced by teacher and pupils 
two or three times ; then printed the black board 
two or three times ; pointed at by the pupils, and 
its two sounds given, a ks «jr. 

Next, move the slides and show the picture of a 
fan. Lead the children to tell all they can about 
it ; what fans are for ; who use them ; what colors 
this fan has ; whether all fans are red, white, and 
blue, etc. 

Afterward show the word fkn , and proceed as 
with the word in the second lesson. Let the chil- 
dren pronounce it, and point it out on the chart ; 
print it on the black board two or three times, and 
let them pronounce it at sight ; and finally, sound 



14 JEPFERS' PANORAMIC APPARATUS. 

it, fa n , fan^ and let the children imitate the 
sounds. 

The pupils may next be shown the picture of a 
iiag, and led to talk about it. They may then be 
shown the word fla^, taught to pronounce it at 
sight, both from the chart and from the black- 
board; also to point at it; and finally to sound it, 

The Third Lesson may properly end here. Possi- 
bly three words may prove to be too long a lesson, at 
this stage of the pupil's progress, for children in an 
ungraded school in the country. If this should be 
the case, two words only may be taken for the Third 
Lesson. But for graded schools, with a large class 
of children just beginning to learn reading, it will 
be found that three words are not too many for one 
lesson, for this and subsequent lessons. 



TEACHING THE ALPHABET. 

It will be observed that nothing has been said, 
thus far, about learning the names of the letters. 
It would do no harm to omit their names until the 
children had learned twenty or thirty words, in the 
manner described in the first three lessons ; but it 
will generally be well to commence teaching the 
flames of the letters when the six words already 



LESSON IN TEACHING LETTERS. 15 

taught them have been learned at sight, and by 
their elementary sounds. Accordingly, the Fourth 
Lesson will be devoted to teaching the names of the 
letters used in the words already learned by sight. 



FOURTH LESSOX IN READING. 

Teaching Letters. 

After adjusting the Chart and opening the slides 
so as to show the words, cat, rat, hat, theteacher 
may point to the letter a, and request tlie pupils 
to tell how many letters they can see like that. 
Next, let one pupil at a time come and point to 
each of the a's in the three words before them. 

The teacher may now say, (at the same time 
pointing at the letter), " This is the letter a 5" and 
then request the pupils to say " a," as each letter 
is pointed at. The pupils may now be called out 
to point at the letter a , and tell its name at the 
same time. 

Next the Chart may be moved so as to show the 
words, ax, fail, fla§^, and the pupils requested to 
point out the letter a in each of these words. 
When the children can readily poijit out and tell 
the name of this letter in the six words learned, 
the Chart may be moved back so as to show the 
first three words again. 



16 JEFFERS' PANORAMIC APPARATUS. 

Now ask the pupils to find other letters that are 
alike. When they have pointed out the letter t, 
in each of the three words, tell them its name, and 
request them to repeat it as each letter is pointed 
at by the teacher, or by a pupil. 

Next, the pupils may name the two letters, a 
and t, as they are pointed at in each word, thus : 
at, at, at, Now these letters may be 
printed on the black board in the same order, and 
their names spoken by the children. Then these 
letters may be sounded, and the word pronounced 
thus: at, at, at, at, etc. 

The pupils may next be shown the letter e in 
the word cat, and told its name. The c may be 
printed three times on the black board, before the 
words at, and the pupils requested to name each 
letter in each word in order, thus : cat, cat. 
The teacher may now rub out the t in one of the 
words, asking the children to tell what letter was 
rubbed out ; then rub out the c in another word, 
asking the same question ; then the a in another 
word, and request the children to tell what letter 
was rubbed out. 

Now the teacher may request the pupils to tell 
what letter must be made in each word to form the 
word cat. As the answer is given the letter may 
be printed in its proper place. 



LESBONS IX TEACHING LETTERS. 17 

Next proceed to teach the letter r in the word 
rat in the same manner. Then the letter h in 
the word hat. 

Let the letters of these words be reviewed by ask- 
ing the children, " What is the first letter in the 
word cat?" '' What is the second letter ?" *'What 
the third letter ?" " Who can tell me what letters 
make the word cal ?'' Proceed in the same way 
with the letters of the word rat, and the word 
liat. Sometimes ask the name of the last letter of 
the word, then the first one, etc. 

The four lessons now described may be taken as 
a good representation of the manner of giving the 
first lessons in teaching beginners to read by the 
" Object Method." But no description can convey 
an idea of this method so vividly as real lessons in 
the class-room ; yet I trust teachers will be able to 
carry out this excellent system, by means of this 
description and the suggestions that will arise from 
their own experience. 

This system has been thoroughly tested by a 
thousand teachers with many thousand children. 
It never fails to prove efficient when properly car- 
ried out by the teacher. 

However, some teachers may have adopted the 
" Word Method " of teaching, and neglected to lead 
the children to observe the (Dialog y of somids in 



18 JEFFERS' PANORAMIC APPARATUS. 

similar combinations of letters, also the names of 
letters. Those who are satisfied with that plan, and 
prefer not to adopt any other, can proceed to teach 
the words in connection with the pictures, and by 
their use in sentences, omitting their elementary 
sounds, and the names of the letters. 

In describing the subsequent lessons, only the 
leading points in the lesson will be mentioned, as 
it is believed that by the aid of these brief sugges- 
tions, and the four lessons already described in de- 
tail, any good teacher can go forward with new les- 
sons with confidence and success. 



FIFTH LESSON IN READING WOimS. 

For the Fifth Lesson the words, licu^ nest and 

eg^ may be taught ; first by sight, then by sound, 
and finally by letters, proceeding as described in 
the four previous lessons. 

Prepare the pupils for each word by talking about 
the picture which represents the word. T^ead 
them to notice and tell all they can, readily, about 
the picture, then present the word. With the pic- 
ture of a hen, lead them to observe how hens move ; 
whether they can fly as well as small birds ; what 
hens eat. 

With the picture of a nest let the children tell 
what kind of a nest is represented ; whether the 



LESSONS IN READING WORDS. 19 

eggs are as large as those of a hen ; how many eggs 
are in the nest, etc. 

With the picture of the egg, let the children tell 
what kind of an egg it represents ; what hen's eggs 
are good for, etc. 

N. B. Teachers should not neglect to print words 
on the black board, during this and each succeeding 
lesson. 



SIXTH LESSON" IN READING WORDS. 

This lesson may very profitably be devoted to a 
review of all the words of the previous lessons ; first y 
by sight from the Chart, then from the black board; 
next by sounds, and finally by letter, or spelling 
orally. 

In reviewing the words by sound, print in sepe- 
rate columns, upon the black board, all the words 
that contain the same vowel sonnd, as caf^ rat, 
hat^ ax^ lau^ flag and lien^ uest^ egg. 

Then let the children pronounce the words of 
each column, then give the elementary sounds of 
each. 

The teacher may call upon individual pupils to 
go to the black board and rub off the words, one at 
a time, and the class to spell the word by letter, 
after it has been rubbed off. 



30 JEFPERS PANORAMIC APPARATUS. 

SEVEi^TH LESSON" IN" READING WORDS. 

For this lesson teach the words fii^li, ship, and 

pink^ by sight, by sound, and by letters. Lead 
the children to tell all they know about each object 
represented by the pictures, as in previous lessons. 
Review the words taught in the Fifth Lesson, 
with those of the present, or Seventh Lesson, upon 
the black board. 

EIGHTH LESSON IN READING WORDS. 

Teach the words top, lock and iratcli, by 

sight, by sound, and by letters. Also review the 
words of the Seventh and Eighth lessons, together, 
on the black board. 

It would be well to supply each child with a slate 
and pencil, and allow it to copy the words on the 
slate. This exercise will be found exceedingly val- 
uable in ungraded schools, where the same teacher 
has the charge of several classes, and finds it desir- 
able to furnish occupation for the pupils not en- 
engaged in reciting lessons. 

NINTH LESSON IN READING WORDS. 

Teach the words iim§^, tub and jiig"^ by sight, 
by sound, and letters, as in previous lessons. 

Also review the Irords of the seventh, eighth, and 
ninth lessons together, on the black board. Let 



LpSSlQfJISi IX READIXfi WORDS. 21 

the pnpdls rub btit Vords named by the teacher, or 
the pupils; also^ spell words after the teacher has 
rubbed them off the black board. 

TENTH LESSON IN READING WORDS. 

Teach the words g'lin, dm ill and urn, by 

sight, by sound, and by letters. 

The words of the eighth, ninth and tenth lessons 
may be reviewed together, on the Chart, and by 
printing the words on the black board, and pro- 
ceeding as previously described. 

ELEVENTH LESSON IN READING WORDS. 

Ke\aew all the words that have been taught, for the 
eleventh lesson. First review them on the Chart, 
by sight, and by sound ; then on the black board, 
by sight, by sound, and by letters. 

Print the words having the same vowel sound 
in the same column, as follows : 

Cat Heu Fisli Top Mus 

Rat IVest 81iip Lock Tub 

Hat E^s Pink ll^atcli Ju^ 
Ax Gun 

Fail Dram 

Flag Urn. 



22 JEPFER8' PANORAMIC APPARATUS. 

Reviews. — 'EYery fifth lesson should be a general 
review; and every lesson ought to review something 
previously learned. 

Cotitinue these Lessons.- -For additional lessons 
continue the exercises, in the manner already de- 
scribed, till all the words represented by the pic- 
tures have been taught. 

READING SENTENCES. 

When the pupils have learned the fifty words 
which are represented by pictures, so that they can 
pronounce them at sight, without seeing the pic- 
tures on the Chart, and can read them from the 
blackboard, the teacher may introduce the same 
words in phrases and sentences. 

FIRST LESSON IN SENTENCES. 

After adjusting the Chart so as to bring before 
the opening the line containing the words see 
the rat 5 my hen ; the teacher may show, 
first, the picture of a rat, at the same time request- 
ing the pupils to tell what they see. Then the 
teacher may move the slide so as to show the words 
the rat, and pointing at the words, say, '' the 
rat." The pupils may now be told that the new 
word is " the." 



LESSDNS IN READING SENTENCES. 23 

When they readily recognize this word, and say 
' the rat, — placing the emphasis on the word rat, — 
the teacher may move the slide so as to show the 
word see, and then say " see the rat,^'' at the same 
time pointing at each word. When the pupils can 
recognize these words readily from the Chart, and 
from the blackboard, they may be taught to read 
them naturally, placing emphasis on the words see 
and rat. 

The slides may now be closed so as to show only 
the word see, and the pupils required to read it; 
then moving the sUde so as to show the words see 
the, let the pupils read them. Next move the 
slide so as to show the words see the rat, also 
the picture of the rat, and require the pupils to read 
this phrase with a natural expression. 

Now the pupils may be questioned about the les- 
son, somewhat as follows: What does this first 
word tell you to do? "See," may be the answer. 
Showing the three words, ask. What do these words 
tell you to see ? 

Can this rat run ? 

'• No, it is only the 'picture of a rat." What can 
a real rat do ? How many feet has the rat ? Can 
you see anything else in this picture ? 

"The rat's tail, body, head, ears, aud nose." 

The pupils should also be taught to spell each 



24 JEFFEBS'' PANORAMIC APPARATTJ?. 

word in the lesson ; and the following phrases liiay 
be printed on the black board, and the pupils taught 
to read them ; — '' See the rat; See the hen ; See my 
he7i f^ etc. 

SECOND LESSON IN SENTENCES. 

Open the slides so as to show the picture of tlie 
cat with the words, old eat. Tell the pupils to 
say " old cat ;" then point to the word old and tell 
them the name of the word, and let them speak each 
word as it is pointed at, as cat, old, old, cat, 
old cat. 

The teacher may now print the words, ^'see the 
old catr on the black board, and let the pupils first 
pronounce each word at sight, out of order, as, cat, 
the, old, see ; then read them, " See the old cat." 

Next, the words " See my catp may be printed 
on the black board, and read in the same way. 
Other sentences may also be printed and read in a 
similar manner, as, '^ See the old rat; "-See my old 
cat ;" See my old henP 

Afterward the teacher may move the slides so as 
to show the words black Siear. The pupils 
may then be asked, What is the color of this bear ? 
" Black." I will now show you the word Uach, at 
the same time pointing to the word. What is the 
other word ? " Bear." Now who will point to the 
word hear^ James may come and show us the 



LESSONS IN KEADIXG SENTENCES. 25 

word. Who will point to the word Hack ? Edward 
may. 

Who can point to the word that tells the color of 
this bear ? Who can find the word that is the 
name of this black animal ? 

The words hlcwh hear ; the old Hack hear ; see the 
hJack hear^ may be printed on the blackboard, and 
the pupils may pr(>noiTnce all the words at sight, 
as pointed at, out of order ; then read the sen- 
tences in a natural or conversational style. 

A conversation may also be had about the bear ; 
and the words should be spelled orally, and printed 
on slates, by the pupils. 

The sounds of the letters should be continued 
with the new words, so as to aid in learning 
their pronunciation, and to give flexibility to the 
organs of speech . 

THIRD LESSON IN SENTENCES. 

After adjusting the Chart and opening the slides 
so as to show flie words §ee my new 
druiii^ let the pupils read the words which they 
already know, as "see my drum." The teacher 
may now ask them which they would rather have, 
an old drum, or a 7ieio one. The reply would proba- 
bly be " a )ieiv drum." 

Do you see the word old 9 One of the w^ords 






26 JEFFEES' PANORAMIC APPARATUS. 

which you see is new. Can any one of you find 
the word iie^v ? After this word has been 
pointed out, and all the words read at sight, the 
pupils may read : " See my 7iew drum," — placing 
emphasis on the word new. 

Several sentences may now be printed on the 
blackboard, as ^^ See the neiu drimif' ^^ See the 
old di'umf' " See my neiv drum ;" and the pupils 
taught to read them in a natural manner. 

A conversation may also be had about drums, 
asking who use them ; why they use them, etc. 

All the words in each lesson should be spelled 
orally by the pupils ; and they should learn to print 
them on slates as soon as possible. In case of un- 
graded schools, the pupils might copy the words 
while the teacher is attending to other classes. 

FOURTH LESSOX IN SENTENCES. 

Adjust the Chart and open the slides so as to 
show the words the COiv, then let the pupils 
read them. The teacher may now ask what the 
cow gives that children like to drink. Very well; 
now you may say the cow gives milk. What does 
the cow f/ive ? '' Milk." What gives milk ? " The 
cow." What does the cow do ? " Gives milk." 

The teacher may say — I will show you the word 
gives, at the same time pointing to it. Let the pu- 



LESSONS IN READING SENTENCES, 27 

pils now read " the cow gives^^ What does the cow 
give ? " Milk." I will show you the word milk. 
Then let the pupils read — the eow §^ives 
milk. 

The word us may now be shown, and the sen- 
tence read with this word, thus, the eow 
^ives u«!i milk. 

The teacher may next print on the blackboard 
the following sentences : '' The cow gives us milk ; 
the old cow gives milk ; See, rny coio gives milk ;" 
and the pupils may read each in a conversational 
tone of voice. 

The words should be spelled, and printed by the 
pupils on their slates. 

FIFTH LESSON IN SENTEiq"CES. 

Adjust the Chart and open the slides so as to 
show the picture of a horse, also the words a 
horse. When the pupils have read these words, 
the teacher may ask, What can a man do on a horse? 

"Eide." 

Now you may see the words, ride on a 
horse, — the teacher may add, at the same time 
moving the slides so as to allow these words to be 
seen ; also pointing at each word and pronouncing 
it. 



38 JEFPERS' PANORAMIC APPARATUS. 

When the pupils can point at each word, readily, 
as it is named, and pronounce each one as it is 
pointed at, and also read this sentence properly, the 
slides may be moved so as to present the sentence — 
can yoti ride on a horse ? 

Each word may now be pointed at and pro- 
nounced by the teacher ; and when the pupils can 
readily point at each word as it is named, and pro- 
nounce it as it is pointed at, they may be taught 
to read the sentence so as to ask the question in a 
proper manner. 

Several sentences may be printed on the black- 
board, as — " See my horse ; See the old horse ; can 
you ride on the old horse? can you ride on my horse f* 
The pupils should be taught to read each in a con- 
versational style ; also to spell the words. 

At this stage it would be well to see how many 
of the letters the pupils have learned, by showing 
them in their order on the Chart. 



SIXTH LESSOK IK SENTENCES. 

Adjust the Chart and move the slides so as to 
show the words — a cat can catcli a rat ; 

then ask the children what a cat can do when it 
sees a rat near it. 
" Catch it," may be the answer of some pupil. 



LESSONS IN READING SENTENCES, 29 

Can a dog catch a rat ? 

Now show the word eatcli, and then point at 
each word and let the pupils pronounce it, thus : 
catch, rat, can, cat, catch, can, etc. Next let them 
read the sentence — A cat can catch a rat. 

Move the slides so as to show only the words 
can catch a rat ; then ask tohat can catch 
a rat ? Let one of the pupils now move the slide so 
as to show the additional T^ords a cat, and thus 
answer the foregoing question. 

When the pupils know all of these words by 
sight, by sound, and by letters, and can read the 
sentences in a natural manner, another sentence 
may be given them. 

Arrange the Chart and Slides so as to show the 
words — the dog* can. Then ask the children 
what a dog can do. When they have answered 
hark, bite, run, etc., move the slide and show the 
word hark. Now let them read. The dog can 
barh. Next move the slide and show the word 
hite, and then let them read — The dog can barh 
and bite. 

The teacher may now print on the black board 
the following sentences : 

A cat can catch a rat. 

The dog can catch a rat. 

The cat bite a rat 



30 JEFFEKS' PANORAMIC APPARATUS. 

The dog can hark. Can a cat bark ? 
The pupils may be taught to read these sentences, 
and spell the words. 

SEVENTH LESSON IN SENTENCES. 

Adjust the Chart and slides so as to show the 
words a Iior§e can 5 and when the children 
have read these words, ask them what a horse can 
do? After they have answered, walk, trot, run, 
eat^ draw^ etc. move the slides so as to show the 
word iralk 5 and let the pupils read, A horse can 
walk, 

Next move the slide so as to show the words 
trot and run. Tell the pupils which are 
the words trot, and, run, then let them, 
read the sentence, A horse can walk, trot, and run^ 

Arrange the Chart and slides so as to show the 
words, the horse can draiv ; and when 
the pupils have read the horse can, point to the word 
draw, telling them what it is ; then let them read 
the sentence. The horse can draw. Afterward ask, 
what can a horse draw ? Some one will answer, 
" a wagon." Then show the word i¥ag'on, and 
let the pupils read The horse can draw a wagon 

Next move the slide so as to show only the words, 
can drair a i^ag^on, and ask. What can 
draw a wagon ? Then let one of the pupils move 



LESSONS IN BEADING SENTENCES. 31 

the slide so as to show the words The horse, 
and thus answer the question. Afterward each 
pupil may read the sentence, The horse can draw a 
wagon, and also spell the words. 

The teacher may again arrange the slides so as 
to show the words, the horse can, and and as 
the pupils tell what the horse can do, the sentences 
nufcy be written on the blackboard, as follows : 

The horse can draw a wagon. 

The horse can trot and run. 

A horse can walk. 

The horse can eat and drink. 

The horse can draiu a cart. 

Each of these sentences may be read by the pu- 
pils in a natural tone of voice; and the words 
spelled. 

EIGHTH LESSON IN SENTENCES. 

Arrange the Chart and slides so as to show the 
words a kite, and when the pupils have read 
these, ask what boys do with a kite. Some one 
will answer, '' fly it." 

The teacher may then show the words Hy a 
kite, and when the pupils have read it, ask, who 
fly a kite ? Do boys hke to fly a kite ? 

The pupils may now be taught to read the sen- 
tence, Bovs like to flv a kite. 



32 JBFFEKS' PANORAMIC APPARATUS. 

After talking with the pupils about playing ball, 
the Chart and slides may be so adjusted as to show 
the words— see my l>all. I can roll it. 
When the pupils have learned to read these sen- 
tences properly, arrange the Chart so as to show 
the sentence, Can yoii play \\itl\ a l>all ? 

After the pupils have read all the words they 
know in this sentence, as, can you — a ball, ask, 
What can you do with a ball ? They may now be 
shown the words iilav with^ and theii taught 
to read the sentence, eaii yow play witli a 
ball ? 

The teacher may next print on the blackboards 
the following, or similar sentences, using words 
already learned, and require the pupils to read 
them. See my kite. See my neiv hall. I can roll 
it. Boys like to lilay loitli a hall. Can you play 
loitli a ball? Cayi you fly a kite? Do girh like 
to fly a kite f 

SUGGESTIONS FOR OTHER LESSONS. 

The Lessons in reading Sentences may be con- 
tinued in a similar manner until all the sentences 
on the Chart have been read, both from the Chart 
and from the blackboard. 

Special care should be taken to have the pupils 
learn the printed words as signs of the spoken 



LESSOSrS IN READING SENTENCES. 33 

words, and of the objects,qualities, and actions 
which they symbolize, and to associate the printed 
word with its meaning as used. 
In the sentence, How old are you ? 1 am 

— , let each pupil answer by giving its own 

age, as " I am ti years old." 

When all the sentences on the Chart have been 
read, similar lessons may be continued from the 
black board, employing not only the words already 
learned, but new ones that are familiar to the pu- 
pils by use in conversation. 

In all reading lessons, whether from the Chart, 
black board, or from books, the ideas which the 
words represent should receive the first attention ; 
and special care be taken to train the pupils to read 
with distinctness of enunciation, in an easy con- 
versational tone of voice. 



34 jeffeks' panokamic apparatus. 

What Teachei^s Sat of its ^se. 

From the Principal of the Model Primary School, 
under the direction of the Normal College, New 
York City. 

To Mr. Jeffers — 

Dear Sir : 

Having used your Panoramic Reading Apparatus, 
I take mucli pleasure in recommending it to all 
teachers engaged in Primary work. It combines 
real amusement with instruction, thus rendering it 
very pleasing to the little ones. A portion of the 
lesson being concealed, their curiosity is excited, 
their attention gained, and all are eager to see what 
will be presented next. 

The pictures are of unquestionable value, as they 
prepare the mind to receive the names of the 
objects represented, which can so readily be shown 
by moving the slide ; thus saving much time and 
labor which the teacher must otherwise devote to 
drawing and printing. 

Its novelty, also, adds materially to its value. 

These are only a few of its many advantages, as 
every teacher will find who gives it a faithful trial. 
Very respectfully, 

^VIartha L. Doake, 

Principal of the Model Primary School, 
New York, July 18, 1871. 



JEFFERS' PANOKAMIC APPARATUS. 35 

From the Principal of the Primary Department of 
School iVo. l/f., New York. 

Mr. Jeffers — 

Dear Sir : 

Allow me to return many thanks to you for the 
use of the Panoramic Reading Apparatus. Al- 
though I have used it a very short time, still I am 
thoroughly convinced of its peculiarly excellent 
adaptation to its intended purpose. 

Yours respectfully, 

Kate M. Myers, 

Principal of Primary Department, School No. I4. 
New York, July 20th, 1871. 



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